*DO NOT DISARRANGE PHINMA CAGAYAN DE ORO COLLEGE | COLLEGE OF EDUCATION

25 PTS 5 PUNCTUALITY OVERALL

SHARING 5 PRFRMNCE-BSD ACTIVITY POINTS
NOTE: 10 ANALYTIC RUBRIC
1. Individual Task: Writing a reflection. 10 RFLCTION
2. Formulate an individual/group project and create a
rubric.

FS Student : Ece Q. Capili BSED FIL III

Learning Domain 11

Product-Oriented Assessment
OBJECTIVE
At the end of this activity, you should be able to develop a product-oriented
analytic rubric for assessment.

FIELD LABORATORY EXPERIENCE

Your task are to:

1. formulate one product-oriented activity; and
4. develop a product-oriented analytic rubric for the activity.

PRODUCT-ORIENTED RUBRIC FOR A PERFORMANCE-BASED ACTIVITY

Formulate a performance-based activity and develop a process-oriented rubric for it.

Individul/Group Performance-based activity:

POSTER MAKING : Ang gawaing ito ay pares, sa isang boung cartolina ay gagawa sila o
guguhit ng mga lawaran na angkop sa tema :”pagiging asyano at Pilipino” bibigyan sila
ng guro ng isang oras upang makalikha ng poster at ipapakita ito sa klase at papaliwanag
kung ano ang ibigsabahin ng poster na analikha nila

Analytic Rubric:

 
 
Pamantayan Indikador Puntos Natatamong Puntos
Nilalaman Naipakita at 21-25
naipaliwanag
nangmaayos ang
ugnayan ng lahat
ngkonsept sa
paggawa ng
poster
*DO NOT DISARRANGE PHINMA CAGAYAN DE ORO COLLEGE | COLLEGE OF EDUCATION

Kaangkupang Maliwanag at 16-20

Konsepto angkop
angmensahe sa
paglalarawan
ngkonsepto
Pagka malikhain Gumamit ng 16-20
tamang
kombinasynng
kulay upang
maipahayag
angnilalaman,
knsepto, at
mensahe
Kabuang Malinis at maayos 11-15
Presentasyon ang kabuuang
presentasyon
Pagkamapanlikha Orohinala ng ideya
sa paggawa
*DO NOT DISARRANGE PHINMA CAGAYAN DE ORO COLLEGE | COLLEGE OF EDUCATION

25 PTS 10 PTS CONTENT OVERALL

SHARING 10 PTS RFLCTION POINTS
NOTE:
5 PTS DCMNTION
1. Individual Task: Answering of questions, Reflection 5 SIGNATURE
2. Group task: Observation & Sharing Only
FS
Student: Ece Q. Capili BSED-FIL III

Signature over Name of Resource Teacher:____________________________________Date:______________

Grade/Year & Section:__________________________________________Subject:__________________________

School:__________________________________________________________Time:____________________________

Learning Domain 12

Components of Classroom Assessment

OBJECTIVE
At the end of this activity, you should be able to identify and discuss the essential
components of classroom assessment.

FIELD LABORATORY EXPERIENCE

Your task are to:

1. observe a class; and
2. interview the resource teacher about the components of classroom assessment.
https://www.youtube.com/watch?v=NIk1-ck4c6Q
QUESTION FOR REFLECTION

Based on your classroom observation and interview with the resource teacher, how would you
describe the four essential components of classroom assessment?

1. Purpose:

How to teach children/ pupils a basic words in English in a meaningful way and also a teacher
use it and interact with other students

2. Measurement

Resistance to the idea that linguistic attributions of psychological states - characteristic of

qualitative research - are measurement predicates is curious.

3. Evaluation

focuses on the process that the individual learner takes in the process of knowledge
creation. Each learner is perceived to be different with individual strengths, weaknesses, and
previous knowledge and experiences

4. Use
He use a teaching method that is based on the belief that learning occurs as learners are
actively involved in a process of meaning and knowledge construction as opposed to passively
receiving information.